· 6 years ago · Dec 03, 2019, 05:24 AM
1Cris Kuszmaul
2or chris.kuszmaul
3...@gmail.com
4
5Feeling of Incompetence - will not go away, but capabilities will come
6Imposter Effect even with qualifications
7
8"Know when to hold 'em, know when to fold 'em, know when to walk away, know when to run..."
9
10Building a team priorities: (note: technical knowledge not most important)
11 Community <--- IMPORTANT LOOK HERE
12 Most important. "Describe your team: family"
13 Attitude about failure - cussing?
14 Code of conduct
15 I am going to support your code of conduct 100% because you have decided on it.
16 Extremely important, and get ignored all the time.
17 Ethics established: acountability for wrong decisions
18 Learning how to make decisions that THEY are going to make. <- kids make code of conduct, not adults, so they follow it
19 Flawed code of conduct that is enforced is better than a perfect code of conduct that isn't
20 Set tone
21 Faliure
22 Easy at first
23 Teaches more than winning?
24 Must be felt, at first can feel any failure and be fine
25 Get it to be felt by the people who have the most to learn
26 See, experience the failure, and become determined to do better the next year
27 People who don't do work, who fail, may be coasted, supported by others, so they don't feel failure, and not learn lesson
28 Roles
29 Visionary, Motivator, Manager, Coach, Communicator, Icon of Integrity, Driver, cook, babysitter, librarian, teacher..
30 NOO - You do not need all this to lead
31 Instead give people roles: (student run, willing to fail, dont let them break rules, student run=responsible for themselves)
32 Visionary: Strategic Director
33 Motivator: Team Glue <- people who don't do "anything" but actually hold team together
34 Manager: Project manager <- know the tasks, not do them, not choose them
35 Maid: Lab manager <- in charge of 'stuff', cleaning. Do you like to clean/organize. Sophmore
36 Coach: <-
37 Communication
38 What to expect to need to teach
39 What to fight for
40 Communication <--- IMPORTANT LOOK HERE
41 Use multiple modes: email, facebook., slack, posters, oral announcements, videos, one-on-one interviews
42 be predictable: weekly updates
43 Distingush kinds of information: status (not decision) (not argument, just facts), notice of decision (just a notice), persuasion (fund raising, marketing, recruitment) (not argument, just persuasion)
44 Span skill levels: We want limited speakers to grow. We also want strong speakers // students present during club on topics they more know about than me
45 Span stereotypes - anyone can reperesent <- people empathize with their people. [e.g. Girl talks about how much she likes this, more girls sign up]
46 Persuasion
47 Mirror your audience: oth stereotype and skill
48 Idenify risks: e.g. Zero concsuusions in robotics, for 20 years in a row! Quit football team!
49 Provide a service: Help people meet pre existing goals [e.g. give ice cream, then ask for recuits]
50 Decision making
51 Inclusion: Anynymous forms for nominations <- asking people puts them on the spot // Music, Art, Programming 'helper' at club nominated from attendees
52 Transparency: votes and minutes. give reason for decisions, even if shallow
53 Efficiency: Authority to limit debate, for time reasons, but don't sacrifice inclusion and transparency
54 Expectation management: communications: handbook that describe how make decisions. "squeaky wheel" complainer: just give them what they want to get them to help you. If ignore, just 'squeal louder'
55 Discretion: special needs e.g. students with alcoholic parents, can't explain everything
56 Jurisdiction: work to clarify who decides what
57 Reasoning: When does one reverse a decision
58 Advanced Problems
59
60Evaluation:
61 Don't focus on obvious, steriotypical skills
62 Measure instead perseverance, empathy, thinking, zest
63 Find out what people are thinking and feeling: ask them, dont have to be a mind reader
64 If you value a thing, find a way to measure it, and measure it.
65 Do not just say "We value diversity" and not measure it
66
67Phrases: ( in order of frequency ) (when angry)
68 "Are you OK?" <- instead of "What are you doing?!?!", to make positive bonding experience, instead of anger
69 applicable to students, and with friends, instead of cussing
70 "What can I do for you?" <- when they want e.g. 'give me an A'. They may not be able to justify.
71 "That would be ideal?" <- validate comment
72 "I do not know what to tell you." <- when tell you stupid, inconsistent, thing
73 "Now it is time for..." <- full authority, words/negotiations are over, end of the rope "... leave the room" "call for authority". Warning: may get angry/physical
74
75If you just 'fight' for something, and don't listen to other arguments, then it's not a debate.
76 Choose carefully what you fight for
77 Team player, compromises, debate, etc, BUT sometimes, you just have to go against orders
78
79Overinvolved:
80 When students dont feel represented by leaders
81 Ask your students. Students bad at thinking ahead, but good at objective analysis
82 Sharpening pencils: prove to someone that they are boss, or make someone sharpen pencils to prove a point